Articles
<![CDATA[Teachers' Strategies in Teaching Speaking in Post-Pandemic ]]>
<![CDATA[Hanum Noermalita]]>;
<![CDATA[Neni Nurkhamidah]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 2 No. 1 (2023): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v2i1.100
<![CDATA[To develop students' speaking skills in English class, teachers require a variety of strategies based on needs, purpose, and situation. Therefore, this study aims to examine the types of teaching strategies are applied by teacher in teaching speaking after the Covid-19 pandemic at SMPN 264 Jakarta as well they way teachers implement them. Data was collected by applying observation and interview with three English teachers. The method implemented in this research is qualitative with a case study approach, data analysis was conducted in three stages: data reduction, data display, and conclusion drawing. The result of this study reveals that there are five strategies implemented by teachers in teaching speaking skills after the Covid-19 pandemic, they are: discussion, role-play, picture describing, storytelling, and drill. It is also shown that the teachers implement those strategy in various ways and learning topics. The results of this study are expected to be the basis for subsequent research on teacher teaching strategies in teaching speaking]]>
<![CDATA[Teachers' Strategies in Teaching Speaking in Post-Pandemic ]]>
<![CDATA[Noermalita, Hanum]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 3 No. 1 (2023): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v3i1.100
<![CDATA[To develop students' speaking skills in English class, teachers require a variety of strategies based on needs, purpose, and situation. Therefore, this study aims to examine the types of teaching strategies are applied by teacher in teaching speaking after the Covid-19 pandemic at SMPN 264 Jakarta as well they way teachers implement them. Data was collected by applying observation and interview with three English teachers. The method implemented in this research is qualitative with a case study approach, data analysis was conducted in three stages: data reduction, data display, and conclusion drawing. The result of this study reveals that there are five strategies implemented by teachers in teaching speaking skills after the Covid-19 pandemic, they are: discussion, role-play, picture describing, storytelling, and drill. It is also shown that the teachers implement those strategy in various ways and learning topics. The results of this study are expected to be the basis for subsequent research on teacher teaching strategies in teaching speaking]]>
<![CDATA[The Implementation of Merdeka Curriculum in English Subject ]]>
<![CDATA[Wilson, Stephen]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 3 No. 1 (2023): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v3i1.101
<![CDATA[Merdeka Curriculum is a brand-new curriculum that was designed to give the students a fun learning experience, without any stress and pressure to reveal their natural talent in learning. The purpose of Merdeka Curriculum is to create a learning environment without any stress and pressure that the students experience in the learning process. This study will analyze the implementation of Merdeka Curriculum of grade X English subject in SMA Negeri 85 Jakarta Barat. The study method that was used in this study is Qualitative approach by collecting information in the observation process in grade X class while conducting English subject, and interview with the grade X English teacher with the data collection type of “what” and “why” subjectively. The results of data analysis shows that there are challenges in implementing the Merdeka Curriculum in grade X English subject in balancing the differentiation competency levels of students that were too far. The findings imply that teachers need special training in implementing the Merdeka Curriculum to solve the problem that was mentioned]]>
<![CDATA[Students’ Perception on the Use of Mother Tongue by the English Teacher in the Classroom ]]>
<![CDATA[Destarani, Tiwi]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 4 No. 1 (2024): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v4i1.1530
<![CDATA[Language is an important component in learning activities since it plays crucial role to build the communication between teacher and students. One language that is frequently used was mother tongue, especially in English classrooms. Due to this phenomenon, several studies about the use of mother tongue in English classroom and students’ perception about it have been done, however studies that focus on perception by the junior high school students’ especially class VII have not been conducted yet. Therefore, the researcher conducted a study to describe the use of mother tongue by the English teacher in the classroom and to investigate students’ perceptions towards it. The research was conducted at SMPN 189 Jakarta, with 36 students of grade VII D and their English teachers as participants in the study. Observation and Questionnaire are used as qualitative methods to collect data. The results of the study show that English teachers use the mother tongue quite often during learning activities. The use of Mother Language is carried out on every interaction between teachers and students, including questions and answers, commands, and feedback. In addition, the results of the study also show that students prefer to use their mother tongue during English language class.]]>
<![CDATA[The Content Feasibility of An English Textbook Entitled “Pathway to English” by Erlangga for Tenth-Grade Students ]]>
<![CDATA[Iin, Nona Dwi]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 4 No. 1 (2024): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v4i1.1539
<![CDATA[Textbooks are an indispensable tool within the educational process, serving as a vital resource for providing students with organized and thorough material. They ensure that students gain the fundamentals of language by providing a well-organized curriculum that aligns with learning objectives and standards. Selecting a textbook is essential as it determines the quality of instructional materials and significantly impacts students’ learning outcomes. This present study intends to determine the appropriateness as well as the strengths, weaknesses, and drawbacks of an English textbook entitled “Pathway to English” by Erlangga for tenth-grade students. This study is categorized as content analysis. All units in the textbook are the subject of the study which will be collected using the documentation technique which will be done by reading and classifying them into the categories provided. After that, the data will be analyzed by using a rubric assessment checklist proposed by Badan Standar, Kurikulum, dan Asesmen Pendidikan (BSKAP). The findings indicated that not all the units in the textbook are appropriate and fulfill the criteria proposed by BSKAP. It fulfilled an average of 80% in total which means it belongs to the ‘good’ category. The finding implies that the textbook needs to be improved to encourage students’ academic success and lifelong love of learning]]>
<![CDATA[Uncovering Barriers on Project Based Learning in Merdeka Curriculum ]]>
<![CDATA[Roberts, Jasmine Angelique]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 4 No. 1 (2024): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v4i1.1574
<![CDATA[The implementation of Project Based Learning (PBL) in English subjects is in line with Merdeka Curriculum because students can learn by actively engaging in real-world and personally meaningful projects. This study aims to find out the student challenges that hinder their engagement in English Project Based Learning and find out the roles of teacher that faced by students in overcoming barriers in English Project Based Learning on Merdeka Curriculum. This research uses a qualitative approach with a descriptive approach. The research was conducted at SMPN 189 Jakarta. Data was collected through questionnaires and interviews to identify barriers to student engagement and the role of teachers in overcoming those barriers. A total of 59 students participated as respondents for the questionnaire method and 2 teachers of United Kingdom subjects were interviewed. This study used the Likert scale to calculate the results of the questionnaire and to analyze the data from the interviews used transcription and highlighting of the results points. Data analysis involves transcription and analysis of interview responses to draw overall conclusions. The findings of this study highlight the difficulties in collaboration, project planning and execution, time, and motivation with engagement. Teachers act as facilitators, creating a supportive environment, emphasizing personal connections, and using a variety of feedback strategies to ensure inclusive participation and improve the quality of learning]]>
<![CDATA[The Implementation of Merdeka Curriculum in English Subject ]]>
<![CDATA[Wilson, Stephen]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 3 No. 1 (2023): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.54373/ijset.v3i1.101
<![CDATA[Merdeka Curriculum is a brand-new curriculum that was designed to give the students a fun learning experience, without any stress and pressure to reveal their natural talent in learning. The purpose of Merdeka Curriculum is to create a learning environment without any stress and pressure that the students experience in the learning process. This study will analyze the implementation of Merdeka Curriculum of grade X English subject in SMA Negeri 85 Jakarta Barat. The study method that was used in this study is Qualitative approach by collecting information in the observation process in grade X class while conducting English subject, and interview with the grade X English teacher with the data collection type of “what” and “why” subjectively. The results of data analysis shows that there are challenges in implementing the Merdeka Curriculum in grade X English subject in balancing the differentiation competency levels of students that were too far. The findings imply that teachers need special training in implementing the Merdeka Curriculum to solve the problem that was mentioned]]>
<![CDATA[Teachers' Strategies in Teaching Speaking in Post-Pandemic ]]>
<![CDATA[Noermalita, Hanum]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 3 No. 1 (2023): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54373/ijset.v3i1.100
<![CDATA[To develop students' speaking skills in English class, teachers require a variety of strategies based on needs, purpose, and situation. Therefore, this study aims to examine the types of teaching strategies are applied by teacher in teaching speaking after the Covid-19 pandemic at SMPN 264 Jakarta as well they way teachers implement them. Data was collected by applying observation and interview with three English teachers. The method implemented in this research is qualitative with a case study approach, data analysis was conducted in three stages: data reduction, data display, and conclusion drawing. The result of this study reveals that there are five strategies implemented by teachers in teaching speaking skills after the Covid-19 pandemic, they are: discussion, role-play, picture describing, storytelling, and drill. It is also shown that the teachers implement those strategy in various ways and learning topics. The results of this study are expected to be the basis for subsequent research on teacher teaching strategies in teaching speaking]]>
<![CDATA[Students’ Perception on the Use of Mother Tongue by the English Teacher in the Classroom ]]>
<![CDATA[Destarani, Tiwi]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 4 No. 1 (2024): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54373/ijset.v4i1.1530
<![CDATA[Language is an important component in learning activities since it plays crucial role to build the communication between teacher and students. One language that is frequently used was mother tongue, especially in English classrooms. Due to this phenomenon, several studies about the use of mother tongue in English classroom and students’ perception about it have been done, however studies that focus on perception by the junior high school students’ especially class VII have not been conducted yet. Therefore, the researcher conducted a study to describe the use of mother tongue by the English teacher in the classroom and to investigate students’ perceptions towards it. The research was conducted at SMPN 189 Jakarta, with 36 students of grade VII D and their English teachers as participants in the study. Observation and Questionnaire are used as qualitative methods to collect data. The results of the study show that English teachers use the mother tongue quite often during learning activities. The use of Mother Language is carried out on every interaction between teachers and students, including questions and answers, commands, and feedback. In addition, the results of the study also show that students prefer to use their mother tongue during English language class.]]>
<![CDATA[The Content Feasibility of An English Textbook Entitled “Pathway to English” by Erlangga for Tenth-Grade Students ]]>
<![CDATA[Iin, Nona Dwi]]>;
<![CDATA[Nurkhamidah, Neni]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 4 No. 1 (2024): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54373/ijset.v4i1.1539
<![CDATA[Textbooks are an indispensable tool within the educational process, serving as a vital resource for providing students with organized and thorough material. They ensure that students gain the fundamentals of language by providing a well-organized curriculum that aligns with learning objectives and standards. Selecting a textbook is essential as it determines the quality of instructional materials and significantly impacts students’ learning outcomes. This present study intends to determine the appropriateness as well as the strengths, weaknesses, and drawbacks of an English textbook entitled “Pathway to English” by Erlangga for tenth-grade students. This study is categorized as content analysis. All units in the textbook are the subject of the study which will be collected using the documentation technique which will be done by reading and classifying them into the categories provided. After that, the data will be analyzed by using a rubric assessment checklist proposed by Badan Standar, Kurikulum, dan Asesmen Pendidikan (BSKAP). The findings indicated that not all the units in the textbook are appropriate and fulfill the criteria proposed by BSKAP. It fulfilled an average of 80% in total which means it belongs to the ‘good’ category. The finding implies that the textbook needs to be improved to encourage students’ academic success and lifelong love of learning]]>
